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Good practice Imported

Egypt's National AI and Programming Curriculum for Primary, Middle and Secondary Schools

Egypt · Cairo · See the Egypt profile · See the Cairo profile

Evidence: Descriptive / self-reported Top 82% 33/100 · Ask Evidence Copilot about this practice

Egypt's Ministry of Education announced AI and programming as core subjects for select primary-to-secondary grades from 2025-26, backed by partnerships: Italy funding upgrades to 103 technical schools, Japan training staff in 100 schools, UK talks on 100 new technical schools.

103 schools
Technical schools upgraded via Italy partnership (from following academic year)
100 schools
New technical schools in talks with the UK (in talks)
100 schools
Schools with staff training via Japanese-university cooperation (n/a)
Egypt's National AI and Programming Curriculum for Primary, Middle and Secondary Schools

Details

Maturity
Pilot
Promoter
Egyptian Ministry of Education and Technical Education
Period
Announced Aug 2025; rollout from the 2025-2026 academic year
Keywords
AI literacy, K-12 curriculum, technical education, international partnerships, digital and financial literacy

Context

In August 2025, at the first Arab Artificial Intelligence Forum, Egypt's Minister of Education Mohamed Abdel Latif announced that AI instruction would be introduced into select grades across primary, middle and secondary schools from the 2025-2026 academic year, integrated alongside existing computer science and ICT subjects, with 'ethics and social implications of AI' named as a curriculum component.

Results

The rollout is anchored in international partnerships reported in early 2026: an agreement with Italy to upgrade 103 technical schools from the following academic year, talks with the UK to establish 100 new technical schools, staff training in 100 schools run with a Japanese university, and a cooperation protocol with Egypt's Financial Regulatory Authority to add financial literacy to the same digital-skills push. Tablets are being distributed to technical-education students as part of the effort.

Conclusions

This remains a policy rollout rather than an evaluated practice: no school or student counts, budget figures, or teacher-training completion numbers have been published for the core AI-curriculum component, and no learning-outcome data exists yet.

Implementation
Indicative cost
High (€500k–€5M) — Funded through bilateral partnerships (Italy, Japan) and infrastructure/lab investment; no consolidated national budget figure published for the AI-curriculum component specifically.
Time to results
Long (> 3 years) — Announced Aug 2025; core AI curriculum rollout from the 2025-2026 academic year; Italy-funded school upgrades from 'the following academic year'.
Staffing & skills
Egyptian Ministry of Education and Technical Education, Japanese university (staff training cooperation, 100 schools), Italian government partnership (technical school upgrades)

Conditions for success

  • Named international partnerships providing funding/infrastructure (Italy, Japan) and in talks (UK)
  • Explicit inclusion of AI ethics and social implications as a curriculum component
  • Parallel investment in school digital infrastructure and labs, plus tablet distribution to technical-education students

Common failure modes

  • No published school/student counts, budget figures or teacher-training completion numbers for the core AI-curriculum component
  • Rollout described mainly in terms of studied international models and ambitions rather than results achieved

Where it fits

Governance type
national ministry with bilateral international partnerships
Scale
national K-12 rollout (select grades)
Income level
lower-middle-income

Commonly funded by

National / regional programmes

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Data sources

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